Voyages in English

by Sister Patricia Healey IHM MA, Sister Irene Kervick IHM MA, Sister Anne B. McGuire IHM MA and Sister Adrienne Saybolt IHM MA

• ISBN13: 9780829428193
• ISBN10: 0829428194
• Edition: 1st
• Format: Hardcover
• Copyright: 2011-01-01
• Publisher: LOYOLA

Summary

Let Your Words Take You Where You Want to Go! The new 2011 edition of Voyages in English: Grammar and Writing is the result of decades of research and practice by experts in the field of grammar and writing. Responding to the needs of teachers and students, this new edition provides ample opportunities for practice and review to ensure mastery and improved performance on standardized tests. Voyages in English 2011 Enables children to master grammarthrough direct instruction, rigorous practice, written application, and ongoing assessment. Provides master and novice teachers with support and straightforward, practical lesson plansthat can be presented with confidence. Guides children to experience, explore, and improve their writingthrough the in-depth study of unique writing genres, writing-skill lessons, and the implementation of the writing process. Provides children and teachers with opportunities to use technologyas a means to learn, assess, apply new skills, and communicate outside of the school setting. Gives children the speaking and writing practice and tools they needto communicate with clarity, accuracy, and ease. New 2011 Features We’ve taken the best of the past and incorporated learning tools for today’s students and the world they live in. More exercisesin all components offer additional opportunities for review and practice. Daily Maintenanceoffers quick, daily practice for grammar concepts previously taught to ensure mastery of skills. Improved assessmentsoffer more thorough testing of topics. Grammar and writing assessments are not integrated, providing more flexibility for teachers. ExamView Assessment Suite Test Generator CDallows for 25% more testing questions and flexibility in creating individualized tests. Integration opportunitiesare included in the lessons to naturally show the relationship between grammar and writing. Tech Tips and technology opportunitiesallow teachers to incorporate technology into lesson plans and homework assignments. Online resourcesprovide additional support for teachers and additional practice for students. Program Components Student Edition Developed in a student-friendly manner to engage all learners, the Student Edition provides clear instruction and guided practice in the writing process, the traits of effective writing, and the structure and mechanics of language. Teacher Edition Consistent in structure and full of helpful instructional tools, the Teacher Edition offers a straightforward, flexible plan for integrating grammar and writing. Teacher Planning Pages provide additional background information and teaching tips for ease in lesson planning. Practice Book* Additional exercises connected to the textbook offer ample review and practice opportunities in grammar and writing skills. Assessment Book* Effective assessment enables teachers to record progress, differentiate instruction, and challenge students accordingly. A variety of assessments are included. Test Generator* The ExamView Assessment Suite Test Generator provides an adaptable tool to create a variety of assessments. The preformatted yet customizable assessments correspond with the Assessment Book and provide an additional 25% new test items for each assessment. *Supplemental component Web Site Web Features For Students Additional opportunities to build and practice grammar and writing skills Grammar and Mechanics Handbook for at-home use Interactive games for more practice Additional writing activities expand learning. For Teachers Tools and support to plan and execute lessons Grammar Guides online resource helps you teach grammar clearly, creatively, and confidently. Video Tools to effectively implement grammar lessons and writing chapters into your classroom. Lesson Plan Charts show how to integrate the grammar and writing sections. Two Core Parts-One Cohesive Program Voyages in English is organized into two distinct parts: grammar and writing. The student books are divided in this way to help teachers tailor lesson plans to student needs and to differentiate instruction. The benefits of this organization include the following: Grammar lessonshave a greater level of depth, giving students the tools needed to learn the structure of language. Writing instructionis relevant to students’ lives, to the literature they read and enjoy, and to the writing they experience every day. Integration opportunitiesare built into the program, allowing teachers to show the relationship between grammar and writing. Flexible planningbecomes simple, allowing for adaptations based on students’ developmental levels. Long-range and thematic planningis effortless, allowing teachers to cover the required standards. Grammar: Part I The Structure of Language Parts of speech Usage Mechanics Agreement Punctuation/capitalization Writing: Part II Written Expression Elements of effective writing Genre characteristics Sentence structure Word and study skills Seven-step writing process Voyages at a Glance Voyages in English 2011 is a comprehensive English language arts program of the highest quality. Voyages in English aligns with and supports NCLB recommendations NCTE/IRA Standards for English language arts State Guidelines and standards Student Edition: Grammar Systematic Grammar Study Thorough explanations and clear examples are provided for every grammar topic. Ample practice ensures skill mastery. Integration Opportunity:Grammar in Action challenges students to spot the importance of grammar in real-life writing. Tech Tips offer suggestions for practical technology integration. Integration Opportunity:Apply It Now presents solid skill application to demonstrate comprehension. Grammar Review for every section is used as review or informal assessment. Grammar Challenge follows each Grammar Review to extend the learning or offer another opportunity for informal assessment. Sentence Diagramming helps students analyze and visualize sentence structure. Teacher Edition: Grammar Easy-to-Use, Flexible Format Daily Maintenance revisits previous grammar concepts to ensure mastery. Warm-Ups introduce grammar concepts in a relevant way. Easy four-step teaching approach is implemented in every lesson: Teach, Practice, Apply, Assess. Diagram It! highlights sentence-diagramming opportunities. Writing Connections help teachers transition easily between the writing and grammar sections. Student Edition: Writing Comprehensive Writing Practice Integration Opportunity:Link demonstrates a writing concept or skill within the context of real-life writing or literary works. Easy-to-follow, practical explanations and examples make writing relevant and engaging. Integration Opportunity:Grammar in Action offers grammar application that happens naturally within t

Excerpts

Part 1: Grammar

Section One: Nouns

1.1 Common and Proper Nouns
1.2 Singular and Plural Nouns
1.3 More Singular and Plural Nouns
1.4 Possessive Nouns
1.5 Collective Nouns
1.6 Nouns as Subjects and Subject Complements
1.7 Nouns as Objects
1.8 Nouns as Indirect Objects
1.9 Nouns in Direct Address
1.10 Words Used as Nouns or as Verbs
1.11 Words Used as Nouns or as Adjectives
Noun Review
Noun Challenge

1.1 Common and Proper Nouns

Anounis a word that names a person, a place, or a thing.
Acommon nounnames any one of a class of people, places, or things.

Person       Place       Thing
skater         rink           ice skates
citizen         country     flag
writer          library       book
governor    capital      law

Aproper nounnames a particular person, place, or thing. Proper nouns begin with capital letters.

Person                    Place                    Thing
Shawn Johnson    Iowa                     Olympics
Nelson Mandela   South Africa        Nobel Peace Prize
Columbus              Spain                   Santa Maria
Anne Frank             Europe                Bill of Rights

EXERCISE 1:Tell whether each noun names a person, a place, or a thing. Then tell whether each is a common noun or a proper noun.

James Naismith

Massachusetts

inventor

teacher

basket

scoreboard

gym

Indiana

uniform

coach

LeBron James

Boston Garden

fan

seat

Yao Ming

EXERCISE 2:Tell whether each noun is a proper noun or a common noun. Then write a common noun for each proper noun and a proper noun for each common noun.

song

Apollo

city

Pablo Picasso

landmark

writer

athlete

Rhode Island

actor

Canada

EXERCISE 3:Identify the nouns in each sentence. Tell whether each names a person, a place, or a thing. Tell whether each is a common noun or a proper noun. The number of nouns in each sentence is shown in parentheses.

Michael Jordan was born in New York. (2)

When Michael was a baby, his family moved to North Carolina. (4)

Jordan played basketball in high school. (3)

The teen was cut from the team. (2)

His practice got the young man off the bench. (3)

The young athlete later led the University of North Carolina to a national championship. (3)

Jordan helped the United States win a gold medal at the Olympics. (4)

The now-respected player joined the Bulls, the professional team in Chicago. (4)

Jordan became a superstar in professional basketball. (3)

His incredible talent and his likable personality earned him

fans around the world. (4)

EXERCISE 4:Complete each sentence with nouns.

I like to play _____ and _____.

My favorite athletes are _____ and _____.

Sports I like to watch are _____ and _____.

The _____ and the _____ are places where I play sports.

Apply It Now
Write 10 nouns related to an athlete or a sport that interests you. Identify each as a common or a proper noun.

Grammar in Action
Identify all the proper nouns in the page 225 excerpt.

 

Part 2: Written and Oral Communication

Chapters

1. Personal Narratives
2. How-to Articles
3. Business Letters
4. Descriptions
5. Reports
6. Creative Writing: Tall Tales
7. Persuasive Writing
8. Research Reports

Personal Narratives

Anne Frank: The Diary of a Young Girl
Sunday, 14 June, 1942
    On Friday, June 12th, I woke up and no wonder; it was my birthday. But of course I was not allowed to get up at that hour, so I had to control my curiosity until a quarter to seven. Then I could bear it no longer, and went to the dining room, where I received a warm welcome from Moortje (the cat).
    Soon after seven I went to Mummy and Daddy and then to the sitting room to undo my presents. The first to greet me was you, possibly the nicest of all. Then on the table there were a bunch of roses, a plant, and some peonies, and more arrived during the day.
    I got masses of things from Mummy and Daddy, and was thoroughly spoiled by various friends. Among other things I was given Camera Obscura, a party game, lots of sweets, chocolates, a puzzle, a brooch, Tales and Legends of the Netherlands by Joseph Cohen, Daisy’s Mountain Holiday (a terrific book), and some money.

A personal narrative tells a story about something that happened to the writer. Young Anne Frank wrote about her life when she and her family hid from the Nazis
during World War II.

Alicia Brueggemann
Room 105
Knight of the Road
    Last year my family took a trip to the Grand Canyon, but we never reached it. What we saw instead was a lot of water. And while our van didn’t survive the trip, we did make a new friend along the way.
    The trip started smoothly. It wasn’t until we reached the Mississippi River that we ran into trouble. I could see thunderheads gathering over the horizon and heard the low rumbling of thunder in the distance. Rain began to fall. At first the drops hit the van unevenly, then all at once we were in a raging storm. It was like driving through Niagara Falls.
    Suddenly, we came to a place in the highway where water had gathered in a pool. Dad couldn’t see how deep it was, but it quickly became very deep. The van fishtailed and spun around. I grabbed the handle above the side door. My sister Jenny saw something outside her window, and her eyes grew as big as saucers. I looked in her direction and saw it too. It was an 18-wheel truck, and it looked like it was bearing down on us. Luckily, the truck had stopped at the edge of the pool of water. I could see the driver climb out of the cab.
    He ran to our van, carrying a flashlight. When he reached us, he offered us help. Dad told us to pick up our stuff, and we quickly got out. Just as we cleared the van, it started moving. We stood in the rain and watched it float away. The driver said he was sorry about our van. Then he offered to let us sit in the cab of his trailer while we waited for the state police to arrive.
    Mom and Dad looked sad because we lost our van, but when they saw how much fun Jenny and I were having talking to other truckers on the driver’s CB radio, broad smiles broke out on their faces. That’s when I learned that real vacations are not about where you go, but how you get there and who you have along for the ride.

Lesson 1

What Makes a Good Personal Narrative?
A personal narrative tells a story about something that happened to the writer. You can see personal narratives in many kinds of writing. It can be an e-mail from a friend or a personal letter to a relative.
Here are some ideas to remember when you write a personal narrative.

Point of View
Personal narratives are told from the writer’s point of view. This is the first-person point of view. When you write a personal narrative, use words such as I, me, my, our, and we to tell the story.

Topic
The topic of a personal narrative is an experience that actually happened to you. When you select a topic, choose something that has some special meaning for you. Think of times that you have learned something important. Good personal narratives use the experience to show something that readers can think about.

Details
A good personal narrative has many details that paint in the reader’s mind a clear picture of what happened. Descriptive details make events in personal narratives more real to the reader. However, not all details are needed. Unnecessary details can slow down a reader and become distracting.
 
ACTIVITY A:Which idea in each pair is a good idea for a personal narrative? Explain why you chose each one.

1.   a.    how scuba equipment works
     b.   how I learned to swim
2.   a.    when I found a turtle in my garden
     b.    the life cycle of the giant sea turtle
3.   a.    the history of airplanes
     b.    the first time I sailed
4.   a.    why I always wear a hat
       b.   hats from around the world
5.    a.    the rules of baseball
      b.    my trip to the Baseball Hall of Fame
6.    a.    how to get a ticket to an air show
      b.    the day I took a helicopter ride over the city

ACTIVITY B:The personal narratives below each contain two sentences that are not necessary. Which sentences do not belong?

My clown act was funnier than I had planned. I had practiced for days until I could balance a red ball on my nose. I borrowed the ball from my cousin Jake. But when I began to perform, I sneezed and dropped the ball. I often catch colds in the summer. I picked it up quickly and balanced it. Afterward, my family said I was so good that I was almost ready to join the circus.

Everybody talks about the peace and quiet of the country. My cousin in the country invited me for a weekend. I live on the first floor of an apartment building in the city. The first night at my cousin’s cabin I was sleeping peacefully. Then in the middle of the night, I was awoken by a noise—a rattling of metal. I didn’t want to wake up my cousin. I tried to go back to sleep, but the noise continued. Finally, I woke up my cousin. He told me that it was just the raccoons that came around at night. Raccoons have black fur under their eyes that looks like a mask. By the end of the weekend, I was happy to go back home to the city to get a good night’s sleep.

Writer’s Corner
Brainstorm a list of five possible topics for a personal narrative. Some topics could be the time you first met a friend, an adventure while traveling, or an embarrassing moment. Save your list.

Grammar in Action
Identify the collective noun in the page 214 excerpt.

Diary of Anne Frank
Saturday, 11 July, 1942
I expect you’d be interested to hear what it feels like to “disappear”; well, all I can say is that I don’t know myself yet. I don’t think I shall ever feel really at home in this house, but that does not mean I loathe it here, it is more like being on vacation in a very peculiar boardinghouse. The “Secret Annexe” is an ideal hiding place.

Audience
The kind of information and language you include in your writing will depend on your audience. For example, if you are writing a personal narrative about your family to be read by your teacher, you might tell who your brothers or sisters are.
The writer of the personal narrative on page 215 tells the reader in the third paragraph that her sister’s name is Jenny. When Jenny’s name is mentioned in the last paragraph, the reader knows who Jenny is.
Some details could be unnecessary if the reader knows the people in the personal narrative. For example, if the reader was the writer’s grandmother, do you think the writer would need to tell that Jenny is her sister?

Voice
The voice of a personal narrative tells the reader how the writer feels about what happened. The voice of a personal narrative also tells a little about the writer’s personality. Just as when listening to a person speak, readers can often “hear” the writer’s voice. A writer makes the voice clear by choosing certain adjectives and adverbs.

ACTIVITY C:The following sentence pairs are from personal narratives about a science fair. Each sentence in a pair is written for a different audience—a teacher or a friend. Tell which sentence was written for each audience.

1.    a.You know how I am always trying to invent stuff.
      b.Because you encouraged my interest in science, I wanted to tell you what I invented.
2.    a.I invented a machine that a dog can use to knock on a door.
      b.I figured out how to make a cool doggy door knocker.
3.    a.I entered it in the Palos Park science fair, and I won first prize.
      b.Your buddy’s invention won first prize in our science fair.
4.    a.You can buy me a magazine when I see you next weekend.
      b.Thanks again for all you taught me.

ACTIVITY D:Each example below describes the same event, but each uses a different voice. Read each example. Then answer the questions.

Example 1
Last night I saw the world’s most popular rock band, Jelly, perform at the Horse Castle. Fans jammed the entrances and the aisles, but I managed to get a seat. For the first two hours, the performers delighted us with their classic songs. After intermission the high-spirited Jelly pulled out all the stops. Under the flashing lights, the performers stunned us with hits from their recent album. We lingered long afterwards just to recover from hours of thrills and excitement.

Example 2
Last night’s concert by Jelly was fantastic. There were thousands of people there. In fact there were so many that there were not enough seats for everyone. I could see people jammed in the aisles. I couldn’t figure out why anybody needed a seat anyway. Jelly had everybody hopping along from the moment they started playing. For the first two hours of the concert, there was a light show that was beyond belief. Red and green laser lights waved over the crowd and pulsed in time with the beat. That concert was one of the coolest times I’ve ever had.

Which example uses a serious voice?

Which example uses an excited voice?

What words from the serious example lead you to think the voice is serious?

What words from the excited piece lead you to think the writer was excited about the concert?

Writer’s Corner
Freewrite about what happened when you woke up this morning. Write the events from the first-person point of view and include necessary details.